Pedagogical Review

The system of higher and secondary specialized education in the USSR was rightfully considered one of the largest and most effective in the world, providing training for highly qualified specialists in various sectors of the economy and science. In 1975, 4.8 million students studied at universities in the Soviet Union, and the annual graduation rate reached 700,000 graduates. The modern Russian educational system is based on the principles of integrating theoretical knowledge and practical skills. However, the introduction of foreign learning models often faces difficulties in adapting to Russian conditions, so the legacy of the Soviet school with a three-level training system is of particular importance. Modernization of the basic principles of the Russian educational system is required, namely the introduction of practiceoriented training programs, the development of applied skills and the creation of a unified educational ecosystem. The study is devoted to an overview of the fundamental elements of the Soviet system of higher and secondary specialized education. A comprehensive analysis of education in the USSR has been carried out, as well as expert analytical reports on the Soviet and Bologna systems. Historical examples, references and facts that had a positive impact on the training of specialists in the country are given. The problems of the modern Russian education system, including the difficulties of adapting foreign educational models, are considered. Special attention is paid to the need to modernize educational principles through the development of applied skills and the creation of a unified ecosystem. The traditional features of the Soviet higher education system are revealed. The special importance of resuming the three-level personnel training system in Russia was emphasized.

The article considers the principles and features of the implementation of project-research activities of students studying mathematics (in non-mathematical specialties). The article is based on the concept of theoretical-empirical dualism in education, which is understood as the unity of abstract-theoretical and experimental-experimental cognitive activity of students. Professionally oriented research activities of students in teaching mathematics solves two closely related problems. The first of them is that abstract mathematical concepts are filled with content related to the student's future profession. The second problem is the translation of professional problems into the language of mathematical modeling. Various examples of organizing project-based research activities are presented (from educational illustrations to serious scientific developments). In particular, approaches to illustrating the relationship between the graph of a function and the graph of its derivative (antiderivative) are outlined; A list of scientific and technical applications of differential equations is provided (depending on the students' area of training); the content of the educational project, covering a large part of probability theory, is presented. Using correlation and regression analysis as an example, it is shown that one of the most important educational tasks – activating students' cognitive abilities – should be solved by assigning students to independently develop and analyze models with extensive use of information resources and computational tools. The creation by students of a data classification method is described, which can be used as a practical tool for identifying or verifying a person based on handwritten text.

The article presents the experience of using the Loginom domestic low-code analytical platform in the context of teaching computer science to students of non-technical specialties, primarily economists and healthcare managers. The research purpose is the demonstration of the Loginom platform’s capabilities for in-depth analysis of complex datasets, including medical statistics, which traditionally presents certain difficulties due to the heterogeneity and unstructured information. On the example of real data from the 1C database: Healthcare (patient information: gender, age, diagnoses, dates of admission/discharge, etc.) it is demonstrated that the Loginom can be used for descriptive analysis, visualization, clustering and statistical hypothesis testing. The process of statistical data analysis is described in detail, including the identification of patterns related to hospital mortality, as well as an attempt to model the distribution of hospital stay in patients with fatal outcomes. The results of the application of various methods of analysis, such as summary analysis, statistical forecasting, and verification of nonparametric hypotheses, are presented. Special attention is paid to data visualization and clustering, which make complex results more visible and understandable. The authors compare Loginom with other analytical tools and focus on the advantages of using this domestic software using low-code technologies for specialists without programming skills. The article also discusses the problems that arise when using low-code platforms in the educational process, and suggests pedagogical methods for solving them. In conclusion, it is emphasized that the use of Loginom contributes to high motivation, developing students’ research skills and adapting them to their future profession.

The formation of financial literacy among the population of the country is considered as a priority area of the educational policy of the Russian Federation, reflected in a number of regulatory documents, in particular, the Strategy for Improving Financial Literacy until 2030. In this regard, the importance of professional training of future teachers capable of effectively implementing the tasks of financial education in primary schools is increasing. The article presents a theoretical analysis of the conceptual framework related to the problem under study. Various interpretations of the concept of “financial literacy” in modern scientific literature are considered. The article is devoted to the analysis of the effectiveness of the implementation of the special course “Methods of formation of financial literacy of younger schoolchildren”, introduced into the educational process of preparing students in the direction 44.03.05 “Pedagogical education (with two training profiles)”, the focus “Preschool and primary education”. The purpose of the course was to form the components of professional readiness: cognitive, orientation, operational and experience. The methodological base of the study included input and final diagnostics conducted on a sample of 100 students using a set of validated methods: testing, analysis of pedagogical cases, practice-oriented and project tasks. A special course focused on the development of professional knowledge, methodological skills and reflexive competence was introduced into the experimental group. The results of the comparative analysis showed a significant increase in the number of students who reached an advanced level of readiness in the experimental group compared with the control group. Thus, the testing of the course confirmed its effectiveness and practical significance in the system of professional training of future teachers for the formation of financial literacy of primary school children.

In the context of the large-scale digital transformation of teacher education, there is a need to rethink and develop a new paradigm for teacher training based on the integration of ecosystem and praxeological approaches. This integration provides a comprehensive, systemic vision of mechanisms for enhancing the professional competence of future teachers and adapting their educational activities to modern requirements. The methodological basis of the study is a comprehensive theoretical analysis of key pedagogical concepts, as well as a SWOT analysis of the factors determining the successful development of teacher education in a digital context. This approach allows us to identify internal and external resources, barriers, and opportunities that influence the effectiveness of teacher training. The study results demonstrate that the ecosystem approach interprets the educational environment as a dynamic, open sociopedagogical system uniting diverse actors and resources. The praxeological approach enhances the functional viability of pedagogical activity by developing teachers’ skills in systemic analysis, precise planning, rational resource allocation, monitoring, and reflective self-assessment, taking into account their developed digital competence. The research’s scientific novelty lies in the development of methodological strategies for the comprehensive integration of ecosystem and praxeological approaches, which constitutes the conceptual foundation of a new paradigm for teacher training in the digital age. Its theoretical significance lies in expanding the methodological foundations of modern pedagogy, taking into account current sociocultural and technological challenges. Its practical significance lies in the development of specific recommendations aimed at enhancing teachers’ professional positions in educational ecosystems and developing competencies that ensure high-quality teaching in the digital environment.

Based on the author’s model of existentially oriented counseling, represented by three levels (the level of life strategies, the level of “self-care” and the level of “construction of being”), the idea of using the psychosemantic potential of the client’s personal stories is argued and developed in order to detect points of misalignment with oneself on the path of life (“points of self-confusion”, “bifurcatios”, episodes of “self-repression of authenticity”) and clarify (untangle) the subsequent chains of experienced and semantically amplified life events that lead the subject away from his authenticity. Existential counseling is considered as a form of mutual philosophical and hermeneutic practice designed to transform the person himself and the intentions of his life path, as well as to construct some new relationships with reality (“adduction to lucidity” his being, allowing him to answer the question “why am I doing what I do?”). The article presents a number of consultative and therapeutic techniques (“Autobiography”, “The Butterfly Effect”, “My Current Self →My Different Self”, “Fly, fly, petal”) proposed for use in the investigation of personal stories. A variant of the consistent construction of the topics of sessions for the analysis of personal stories in the paradigm of the author’s model of existentially oriented counseling is proposed.

Based on the analysis of scientific publications, the paper outlines the relationships between emotional intelligence (EI) and reflection identified in individual studies, as well as the generally low level of research on the effectiveness of public psychological education, both in this specific area and overall. The presented study aimed to test the hypothesis that students who engage more with psychoeducational materials have more developed EI and systemic reflection, demonstrate greater accuracy in their self-assessment of these traits, and that the manifestations of these phenomena are interrelated. The research employed D.V. Lyusin’s “Emotional Intelligence” questionnaire, D.A. Leontiev and E.N. Osin’s “Differential Type of Reflection” questionnaire, and an author-developed survey designed to identify respondents’ experience with psychological educational materials. The sample consisted of 66 students from VGSPU aged 17 to 29. Significant positive correlations were found between systemic reflection and most EI indicators, while significant negative correlations were identified for introspection. Comparing questionnaire and survey data revealed that students more interested in self-developing their EI and reflection demonstrated significantly higher scores on scales related to understanding emotions and systemic reflection. Groups of students with medium-low and high interest in developing EI and reflection were identified; the latter group showed stronger correlations between direct self-assessments of these qualities and the scales of the diagnostic questionnaires. Specific correlations were found between the reported frequency of using publications on open internet resources and books and the questionnaire scales, leading to conclusions about the potential contribution of these particular educational resources to the development of EI and systemic reflection. The absence of differences in the diagnostic questionnaire scores between students from different years and fields of study, along with the lack of correlations with subjective assessments of the contribution of university classes to the development of EI and reflection, did not reveal any influence of the university learning experience on this process.

The aim of this study was to examine the relationship between women’s age and their clothing preferences. The relevance of the research is driven by the growing interest in the psychological foundations of clothing choice and its role in behavioral self-regulation, especially in the context of age-related changes in female identity. Contemporary culture offers a wide range of appearance models and ways of expressing oneself through clothing, making it essential to make conscious and adaptive choices that reflect age, life goals, and personality traits. A total of 341 women aged between 18 and 71 participated in the study. The methodology included a custom-designed clothing preference questionnaire (10 stimulus-based outfit sets). Statistical processing involved correlation and comparative analyses. Significant positive correlations were found between age and clothing choice. Furthermore, age was linked to all three conceptual aspects of clothing. Preferences for certain types of clothing varied across age groups: younger women showed a stronger preference for sporty styles, whereas older participants demonstrated greater openness to formal or unconventional clothing. The practical value of this research lies in its applicability to fashion consulting, style psychology, and age-related self-definition. The findings may also inform educational and therapeutic programs aimed at enhancing self-expression and identity through clothing.

The article considers an interdisciplinary approach to understanding video games as a pedagogical tool, based on the synthesis of philosophical and psychological research. The authors shows that the philosophy of video games allows us to interpret them as a cultural phenomenon that shapes identity, value systems, and social narratives, while psychology reveals the influence of game mechanics and plots on cognitive processes, communication skills, and the emotional state of students. The theoretical significance of the study lies in the comprehensive analysis of video games as a socio-cultural phenomenon that can act not only as a means of leisure, but also as an educational and training tool that influences the formation of critical thinking, creativity, empathy, and interaction skills. The practical significance of the work is expressed in the development of recommendations for the pedagogically appropriate use of video games. In particular, it is proposed to take into account the plot-narrative and game mechanics of video games, their availability for group activities, the ability to form moral guidelines and social roles, as well as the need for age differentiation and control of gaming activity. The authors emphasizes that even video games with destructive elements can have didactic potential with proper pedagogical interpretation and support. The conducted analysis confirms that the integration of video games into the educational process contributes to the development of meta-subject and personal competencies, the formation of stable ethical attitudes and skills of joint activities. The need for pedagogical and parental control aimed at minimizing negative effects – gaming addiction, aggressive behavior, substitution of real gaming practices with virtual analogues – is revealed. An interdisciplinary analysis of philosophical and psychological sources demonstrated that the didactic understanding of video games opens up prospects for updating the methodology of teaching and education, includes modern digital practices and technologies in the pedagogical process. The work is addressed to teachers, psychologists, philosophers of education and researchers interested in finding forms of using digital technologies in teaching, and lays the foundation for further scientific discussions on the phenomenology of video games and their pedagogical potential.